From a socio-interactional perspective of discourse, this research aims at investigating the written narrative of a student of English and Portuguese Teaching Practicum from a Letters undergraduate Course at UFRJ (Federal University of Rio de Janeiro), in which she displays some of her remarkable experiences in the supervised teacher education course. The research involves multiple perspectives, privileging the understandings coming from the study of narrative and identity construction. We focus on the relationship between discourse and social construction of identity in order to gain a better understanding of how the student discursively constructs his teacher education experience in supervised practice. Through an analysis that considers the production of narrative as a discursive, dialogical and ideological process, this research may help us understand some of the experiences described in the light of expectations and frustrations of the student in the supervised practicum course and can help us reflect upon strategies that can contribute to the training of future language teachers to work in different areas of teaching/learning. But more importantly than the establishment of interdisciplinary proposals of “innovative” nature, this research points to the need for a dialogic construction of knowledge, for the development of bridges between the university and the school for the open dialogue with all subjects involved in the teacher training process.
Cláudia Maria Bokel Reis, Federal University of Rio De Janeiro, Brazil
William Soares Dos Santos, Federal University of Rio De Janeiro, Brazil
Stream: Higher education
This paper is part of the ECE2014 Conference Proceedings (View)
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